Unit 1: The suffixes –cious and –tious Overview English curriculum objectives • Endings which sound like /shus/ spelt –cious and –tious
Treasure House resources • Spelling Skills Pupil Book 5, Unit 1, pages 4–5 • Collins Connect Treasure House Spelling Year 5, Unit 1 • Photocopiable Unit 1, Resource 1: Ambitious adjectives, page 76
• Photocopiable Unit 1, Resource 2: Don’t be anxious about spelling, page 77
Additional resources • Word cards: spacious, gracious, delicious, ferocious, vicious, luscious, atrocious, unconscious, cautious, infectious, nutritious, ambitious, superstitious, pretentious, malicious, scrumptious, anxious • A bag to draw word cards from
Introduction Teaching overview Many of the examples in this unit are challenging, but you should encourage the children to be ambitious about using them. The endings ‘–cious’ and ‘–tious’ both spell /shus/ and children must learn to choose the correct ending. Some root nouns provide a clue: the ‘–cious’ ending is used with root words ending ‘–ce’ (the ‘e’ must be removed before adding ‘ious’) and the ‘–tious’ ending is used with root words ending ‘–tion’ (remove ‘tion’ and add ‘tious’). Of course, there are many words ending ‘–cious’ and ‘–tious’ that have root words with a different pattern, for example, ‘ferocity’ → ‘ferocious’, ‘delicacy’ → ‘delicious’. Others have no obvious root, such as ‘conscious’. These just have to be learned.
Introduce the concept Organise the children into groups. Give each group a set of word cards (see Additional resources). Ask them to try reading the words. Ask for someone to volunteer a word and write it on the board.
Underline ‘cious’ or ‘tious’ and establish that this cluster of letters spells /shus/. Provide more time for the children to read the word cards. Ask for more volunteers to give you words and tell you which letters to underline for the /shus/ sound. Tell the groups to sort their words into those they know the meanings of and those they do not. Ask each group which words they did not understand and clarify the meanings of those words for them. Write the words ‘spacious’, ‘gracious’, ‘delicious’, ‘ferocious’, ‘vicious’, ‘atrocious’, ‘cautious’, ‘infectious’, ‘nutritious’, ‘ambitious’, ‘superstitious’, ‘pretentious’ and ‘malicious’ on the board. Introduce the associated nouns: ‘space’, ‘grace’, ‘delicacy’, ‘ferocity’, ‘vice’, ‘atrocity’, ‘caution’, ‘infection’, ‘nutrition’, ‘ambition’, ‘superstition’, ‘pretention’ and ‘malice’. Show how these nouns can be converted into the adjectives. Explain that ‘anxious’ related to the noun ‘anxiety’ has its own spelling of /shus/ that needs to be learned.
Pupil practice Get started In this activity, children copy and complete a table, sorting words into two groups: words ending ‘–cious’ and words ending ‘–tious’. Ask the children to read each word and identify the /shus/ ending. Discuss the meaning of each word as many of them are difficult for Year 5 children.
Pupil Book pages 4–5 Answers Words ending ‘–cious’
Words ending ‘–tious’
precious conscious delicious ferocious
scrumptious cautious ambitious fictitious unambitious incautious
[1 mark] [1 mark] [1 mark] [1 mark]
[example] [1 mark] [1 mark] [1 mark] [1 mark] [1 mark]
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Unit 1: The suffixes –cious and –tious
Try these
Now try these
In this activity, children add ‘–cious’ or ‘–tious’ to words. Recap with the children on the rules of adding these endings. Read and explain the meanings of the root words. Say what each new word will be so the children know what to aim for. Discuss the meanings of the new words. Answers 1. vicious [example] 2. ambitious [1 mark] 3. malicious [1 mark] 4. spacious [1 mark] 5. infectious [1 mark] 6. nutritious [1 mark] 7. superstitious [1 mark] 8. pretentious [1 mark] 9. gracious [1 mark] 10. contentious [1 mark]
In this activity, children compose sentences for the target words ‘ferocious’, ‘fictitious’, ‘anxious’, ‘cautious’, ‘unambitious’, ‘scrumptious’, ‘precious’, ‘unconscious’, ‘delicious’ and ‘incautious’. Read the words together and ensure that the children understand the meaning of each word, particularly ‘unconscious’ and ‘incautious’ (the opposite of ‘cautious’). Tell the children to share their ideas with a partner before writing. Afterwards, share the children’s sentences. Suggested answers Beneath the waves lurks a ferocious monster. [example] Accept any sentences where the target word is correctly spelt and used. [10 marks: 1 mark per sentence]
Support, embed & challenge Support Ask these children to help you read through the word cards (see Additional resources) and underline the endings. Sort the words (except ‘anxious’) according to their endings: ‘–cious’ or ‘–tious’. Put all the word cards in a bag. Ask the children to take turns to draw a card, read the word, say what the ending is and (with support) create a noun phrase for the word. Cut off the endings and muddle up the word parts. Take a root and ask the children help you decide what the ending should be, either by using their knowledge of the word or by thinking of the related noun. Ask the children to complete Unit 1 Resource 1: Ambitious adjectives. (Answers space, spacious; grace, gracious; infection, infectious; nutrition, nutritious; ambition, ambitious; vice, vicious; anxiety, anxious; ferocity, ferocious; caution, cautious; delicacy, delicious) Afterwards, discuss the pairs of nouns and adjectives. Ask: ‘Which nouns are helpful when spelling the related adjective?’
Embed Organise the children into groups of three. Provide the groups with sets of word cards (see Additional resources). Ask them to sort the words into the three endings, ‘–cious’, ‘–tious’ and ‘–xious’, and learn
the words in each set. Challenge the children to remember some of the nouns related to these words. To help them associate words with the same spelling pattern, ask them to make up sentences using words with the same endings, for example: ‘I was cautious about visiting Toby because he had an infectious disease so I made up a fictitious excuse.’ ‘The doughnut was not nutritious but it was scrumptious.’ ‘The precious jewel was guarded by a ferocious dragon.’ Ask the children to complete Unit 1 Resource 2: Don’t be anxious about spelling. (Answers 1. spacious, 2. nutritious, 3. precious, 4. ferocious, 5. cautious, 6. infectious, 7. anxious, 8. delicious; 1. anxious, 2. nutritious, 3. ferocious, 4. delicious, 5. cautious, 6. infectious, 7. precious, 8. spacious)
Challenge There are many luscious and propitious adjectives with these endings. Ask these children to learn the meanings of the words ‘pernicious’, ‘capricious’, ‘audacious’, ‘vexatious’, ‘ostentatious’ and ‘fractious’. Ask them to write a noun phrase for each word and then share their phrases with the class. Challenge them to use one of these words in their writing at some point in the week.
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Unit 1: The suffixes –cious and –tious
Homework / Additional activities Spelling test Ask the children to learn one of the following lists of words for a spelling test. Challenge them to write sentences for five of the words on their list. Core words
Support words
Challenge words
spacious gracious delicious ferocious vicious luscious atrocious unconscious cautious infectious nutritious ambitious superstitious pretentious
spacious gracious delicious ferocious vicious unconscious cautious infectious nutritious ambitious
spacious gracious delicious ferocious vicious luscious atrocious unconscious cautious infectious nutritious ambitious superstitious pretentious malicious scrumptious
Collins Connect: Unit 1 Ask the children to complete Unit 1 (see Teach → Year 5 → Spelling → Unit 1).
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Unit 2: The suffixes –cial and –tial Overview English curriculum objectives • Endings which sound like /shul/
• Photocopiable Unit 2, Resource 2: Essential words, beneficial spellings, page 79
Treasure House resources
Additional resources
• Spelling Skills Pupil Book 5, Unit 2, pages 6–7 • Collins Connect Treasure House Spelling Year 5, Unit 2 • Photocopiable Unit 2, Resource 1: An unofficial outing, page 78
• Word cards: antisocial, artificial, beneficial, confidential, commercial, crucial, facial, financial, glacial, influential, initial, insubstantial, judicial, martial, official, partial, potential, preferential, presidential, quintessential, racial, residential, sequential, social, special, substantial, superficial, torrential, unofficial
Introduction Teaching overview Words that end ‘–cial’ and ‘–tial’ are adjectives that end with the /shul/ sound. Although this rule is not foolproof, most words that end ‘–cial’ have a vowel before the ending, for example, ‘special’ and ‘official’; most words that end ‘–tial’ have a consonant before the ending, for example, ‘influential’ and ‘martial’. Exceptions to this rule are: ‘financial’, ‘commercial’, ‘provincial’ and ‘initial’.
Introduce the concept Hand out a word card to each child (see Additional resources). Ask them to read their word and discuss its meaning and spelling with a partner. Ask the children to put their hands up if their word ends in a /shul/ sound. Share some of the words, writing these on the board and underlining the endings. Organise
the children into groups and ask them to share their words. Tell them to sort their words into ‘–cial’ and ‘–tial’ endings. Ask them to shuffle the words again and sort them into words that have a vowel before the ‘–cial’ or ‘–tial’ ending and words that have a consonant before the ‘–cial’ or ‘–tial’ ending. Ask: ‘Can you see a pattern?’ Agree that, most commonly, ‘–cial’ follows a vowel and ‘–tial’ follows a consonant. Point out the key exceptions: ‘financial’, ‘commercial’, ‘provincial’ and ‘initial’. Ask the children to work in their groups to create a noun phrase for one or two of their words, for example: ‘an artificial leg’, ‘torrential rain’, ‘social worker’. Share the groups’ ideas as a class. Establish that these words are all adjectives.
Pupil practice Get started In this activity, children sort words into two groups: words ending ‘–cial’ and words ending ‘–tial’. Afterwards, ask them to learn the words in each list. Ask the children to write ‘–cial’ on one side of their whiteboards and ‘–tial’ on the other. Tell them to hide their answers to this activity. Read out the words and ask the children to hold up the appropriate ending for each word.
Pupil Book pages 6–7 Answers Words ending ‘–cial’ financial special artificial provincial social commercial unofficial
Words ending ‘–tial’
[1 mark] torrential [1 mark] partial [1 mark] initial [1 mark] [1 mark] [1 mark] [1 mark]
[example] [1 mark] [1 mark]
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Unit 2: The suffixes –cial and –tial
Try these In this activity, children choose the correct endings for words. Remind them that –‘cial’ usually follows a vowel and ‘–tial’ usually follows a consonant. Answers 1. facial [example] 2. residential [1 mark] 3. circumstantial [1 mark] 4. glacial [1 mark] 5. insubstantial [1 mark] 6. superficial [1 mark] 7. potential [1 mark] 8. crucial [1 mark] 9. racial [1 mark] 10. martial [1 mark]
Now try these In this activity, children copy and complete the sentences by choosing the correct spelling of each missing word. Read the sentences together and
ensure that the children understand the words they are being asked to spell. To help them decide which ending to use, encourage the children to remember that ‘–cial’ usually follows a vowel and ‘–tial’ usually follows a consonant. However, they should also remember there are exceptions to that rule. Answers 1. A birthday is a special day. [example] 2. This information is confidential. [1 mark] 3. Water is essential to life. [1 mark] 4. A smile is a type of facial expression. [1 mark] 5. The evidence against the defendant is circumstantial. [1 mark] 6. The ogre’s aggressive behaviour was antisocial. [1 mark] 7. Many communities are multiracial. [1 mark] 8. Exercise is beneficial to one’s health. [1 mark] 9. Sanjeev was the official winner of the tournament. [1 mark] 10. The company faced financial ruin. [1 mark]
Support, embed & challenge Support Provide these children with word cards (see Additional resources), picking out those words that will be most useful to them. Read through the words together and clarify their meanings. As you read the words, split them into syllables, helping the children to hear the /shul/ endings. Ask the children to work through Unit 2 Resource 1: An unofficial outing. (Answers /shul/ spelt ‘cial’: unofficial, special, artificial, beneficial, glacial, crucial; /shul/ spelt ‘tial’: torrential, initial, potential, substantial, partial) Afterwards, look at the two lists and identify the vowel or consonant before the ending. Return to the story and circle the noun phrases that each /shul/ word is part of. Create new noun phrases for each word from the resource sheet and help the children to write their phrases on their whiteboards, for example: ‘unofficial bridesmaid’, ‘substantial amount of homework’, ‘potential treat’, ‘glacial look’, ‘crucial equipment’.
turns to draw a card and read it out. The first person to correctly spell the ending gets the card. If the first person says the wrong ending, the person who drew the card keeps the card. See who has the most cards at the end. Ask the children to complete Unit 2 Resource 2: Essential words, beneficial spellings. (Answers 1. official, 2. antisocial, 3. essential, 4. beneficial, 5. martial, 6. artificial, 7. initial, 8. influential, 9. confidential, 10. substantial; 1. antisocial, 2. artificial, 3. confidential, 4. crucial, 5. initial, 6. martial, 7. substantial, 8. official, 9. beneficial, 10. influential) Once they have finished, ask them to spot which words follow the vowel + ‘cial’ and consonant + ‘tial’ rule. Challenge them to become an expert in spelling the words on the resource sheet, taking turns to test each other in pairs. Ask the children to create their own noun phrases for the words ‘partial’, ‘essential’, ‘residential’ and ‘preferential’.
Embed
Challenge
Organise the children into small groups and provide the groups with word cards (see Additional resources). Tell them to put the words in a pile, face down in the middle of the group. Tell them to take
Ask these children to learn the meanings and spellings of the words ‘quintessential’, ‘racial’, ‘commercial’ and ‘sequential’ and then use them in sentences of their own.
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Unit 2: The suffixes –cial and –tial
Homework / Additional activities Spelling test Ask the children to learn one of the following lists of words for a spelling test. Challenge them to write sentences for five of the words on their list. Core words
Support words
Challenge words
official special partial initial martial crucial artificial essential unofficial confidential beneficial antisocial commercial
official special partial initial martial crucial artificial essential unofficial confidential
official special partial initial martial crucial artificial essential unofficial confidential beneficial antisocial commercial glacial influential torrential
Collins Connect: Unit 2 Ask the children to complete Unit 2 (see Teach → Year 5 → Spelling → Unit 2).
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